Examples of revising an essay

Many students tell us that they don't know what to check for once they have finished their essay. They usually know to check for grammar, punctuation, and spelling, but other details are often seen as less important because of the high emphasis placed on these problems in their early education. Writing experts generally agree, however, that while details such as grammar and punctuation are important, they are far less important than solid organization,  fresh writing, and creative content. The following guidelines are designed to give students a  checklist to use, whether they are revising individually or as part of a peer review team. Organization

  • Is there a clear introduction, body, and conclusion?
  • Does the introduction provide sufficient background for the reader? Are the "who," "where," "why," "what," and "how" questions addressed?
  • Is there a thesis sentence? Is the purpose of the essay clear?
  • Does the essay move from general to specific?
  • Are there sufficient transitions between related ideas?
  • Is the overall organization murky or clean? In other words, does the writer avoid introducing new material in the conclusion or switching subjects in the middle of a paragraph in the body?
  • Does every paragraph address the subject matter of the thesis in some way?
Content and Style
  • Does the essay show that the writer has a knowledge of the audience?
  • Is the length appropriate and adequate?
  • Has the writer used sufficient examples and detail to make his or her points clearly?
  • Has the assignment been addressed?
  • Is the tone of the essay appropriate?
  • Has the writer avoided insulting the reader?
  • Is the tone of the essay professional and appropriate?
  • Is the language convincing, clear, and concise?
  • Has the writer used fresh language and a creative approach?
Research and Sources
  • Are all sources credible?
  • Is the research accurate, unbiased, and complete?
  • Has the writer fully interpreted the findings?
  • Has the writer commented on each source used?
  • Is the analysis based on hard evidence?
  • Is the analysis free of faulty reasoning?
  • Is the documentation in the Works Cited page and body of the essay correct?
  • Have all quotations been checked against the original?
  • Are all quotations introduced? Is the flow of the essay seamless?
  • If material was paraphrased, are the sources still mentioned?
  • If necessary, are limitations clearly spelled out?
  • If included, are recommendations based on accurate interpretations?
  • Have all facts been checked for accuracy?
  • Have any potentially libelous statements been eliminated?
Proofreading
  • Has the writer checked grammar and punctuation?
  • Has the writer spell checked the essay?
  • Has the writer checked for his or her particular pattern of error?
  • Are the page numbers correct?
  • Is the title capitalized correctly?
  • Has the writer used the correct margin and font?
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Standards in this strand: - - - - - - Conventions of Standard English: -
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. -
Use relative pronouns ( who, whose, whom, which, that ) and relative adverbs ( where, when, why ). -
Form and use the progressive (., I was walking; I am walking; I will be walking ) verb tenses. -
Use modal auxiliaries (., can, may, must ) to convey various conditions. -
Order adjectives within sentences according to conventional patterns (., a small red bag rather than a red small bag ). -
Form and use prepositional phrases. -
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* -
Correctly use frequently confused words (., to, too, two; there, their ).* -
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. -
Use correct capitalization. -
Use commas and quotation marks to mark direct speech and quotations from a text. -
Use a comma before a coordinating conjunction in a compound sentence. -
Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language: -
Use knowledge of language and its conventions when writing, speaking, reading, or listening. -
Choose words and phrases to convey ideas precisely.* -
Choose punctuation for effect.* -
Differentiate between contexts that call for formal English (., presenting ideas) and situations where informal discourse is appropriate (., small-group discussion). Vocabulary Acquisition and Use: -
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. -
Use context (., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. -
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (., telegraph, photograph, autograph ). -
Consult reference materials (., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. -
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. -
Explain the meaning of simple similes and metaphors (., as pretty as a picture ) in context. -
Recognize and explain the meaning of common idioms, adages, and proverbs. -
Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). -
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (., quizzed, whined, stammered) and that are basic to a particular topic (., wildlife, conservation, and endangered when discussing animal preservation).

Examples of revising an essay

examples of revising an essay

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